HOW DO PEOPLE LEARN?

EDU 232 Instructional Design for E-Learning Instructor: Lorianne Lammert-Arndt 1/5/2012

Michelle A. Daniels, Director of Silvertons City School District in Cincinnati, OH.

Q: Why did the boy ask his Dad to come to school?

A: To take a Pop Quiz!

Objectives and Results

Objectives

Training Session objective 1: Review Key Term: Learning and its definition. Along with a Overview of How Do People Learn? Training Session objective 2: Understanding the Three Approaches of Learning. Training Session objective 3: Understanding the Three Types of Learning Domains.

Results

Have a clear working knowledge on how people process, store, and retrieve information is crucial for the Instructional Designers (ID) because thinking and learning are very much interconnected. The (ID) who has a solid grip on thinking and learning is able to design and develop efficient, effective and meaningful instructional intervention. (Brown & Green, 2006).
Applied one of the Three Approaches of Learning into a Lesson Plan. Applied one of the Three Types of Learning Domains into a Lesson Plan. The goal is to implement these Lesson Plans into the online courses.

Skills developed

LEARNING

Definition of Learning: NOUN

acquiring of knowledge: the acquisition of knowledge or skill. acquired knowledge: knowledge or skill gained through education "a man of great learning. psychology change in knowledge: a relatively permanent change in, or acquisition of, knowledge, understanding, or behavior. (Encarta World English Dictionary[North American Edition] 2009)

What is Learning?
Learning

can be conceptualized in a variety of ways. It is define as being a relatively permanent change in their behavior or in mental representations or associations brought about by experience. (Brown & Green, 2006)

Overview on How Do People Learn?

Cognition and thinking are terms that can be used interchangeably. The Instructional Designer doesnt need to be an expert on every theory. Its important to learn more about how we learn so that he/she can develop the right instructional methodology for the courses they design.
(Brown & Green, 2006)

Overview on How Do People Learn?

Historically thinking was consigned to the realm of philosophy. The thinking process is conceptualized an emerged with psychology. Three Major Approaches of Learning are: Behavioral and Congnitivist Constructivist
(Brown & Green, 2006)

The Three Approaches of Learning

First Approach Second Approach

Behaviorism attempts to explain learning by focusing on external events as the cause of changes is observable behaviors.
(Brown & Green, 2006)

Congnativism focused primarily on information processing, especially pattern recognition memory, and problem solving.
(Brown & Green, 2006)

The Three Approaches of Learning

Third Approach

Constructivist Approach has emerged over the past three decades. It refers to a general principles that learners use their prior knowledge to construct a personal meaning understanding of new content. Learners attempt to make sense of their experiences
. (Brown & Green, 2006)

Overview of the Three Learning Approaches

Video Learning Theories Overview. Uploaded by pvbsTeach on Nov 6, 2010 created at http://animoto.com on You Tube.com

Click on the video to start.

Three Types of Learning Domains

Developed by Benjamin Bloom, et al, in (1956). His research described the major areas of learning and thinking and classified them into three large groups called the domains of learning:

Some activities to target each domain are: A. Cognitive- is lecture, discussion, reading, diagramming, case studies and drills.
B. Psychomotor- is skills practice, using scenarios, simulations, and role playing. C. Affective- is modeling behaviors you expect the students to emulate are: (tolerance, punctuality, respect, kindness, honesty and integrity), used during role playing situations involving affective domain content, sensitivity training and awareness courses. (Module 8, 2002)

Cognitive (thinking) Affective (feeling) Psychomotor (doing)

COGNITIVE DOMAIN
The Cognitive Domain is formally referred to as Blooms Taxonomy. It is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem solving, and evaluating ideas or actions (Mager, 1999).
This taxonomy describes six levels: Evaluation Ability to judge the value or worth of material for a given purpose. Synthesis Ability to create something new from various parts. Analysis Ability to break down material into its various components in order to understand the organizational structure of the material. Application Ability to apply learned material in new and concrete contexts. Comprehension Understanding of new material. Knowledge Remembering previously learned material. (Brown &
Green, 2006)

Example of Blooms Taxonomy

Mrs. Canton a teacher uploaded this video called Introduction to Blooms Taxonomy on Aug. 6, 2011 to YouTube.com. Click on the video to start.

AFFECTIVE DOMAIN

Affective Domain: Is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudes, characteristics or values which are appropriate to the test situation and the field of study (Learning Taxonomy revised by David Krathwohl's Affective Domain, 2001). This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting. (Holden). Its domain levels include:

Characterizing Acting openly and consistently with a new value; internalizing a new value. Organizing Integrating a new value into a general set of value; giving the value some ranking among an individuals general priorities. Value Exhibiting some explicit involvement or commitment; showing interest or motivation. Responding Actively participating; exhibiting a new behavior as a result of experience. Receiving Paying attention to something in the environment. (Brown
& Green, 2006)

Classroom Behavior: Listen to the Teacher (Project Refill) is an example of the Affective Domain
Uploaded by projectrefill on May 23, 2011.

The Youth Factory presents Project Refill Volume 1 Classroom Behavior an all inclusive behavior system, which utilizes animated characters to demonstrate pro-social skill on a DVD, and workbook. The workbook reinforces techniques and strategies taught on the DVD. This system also includes webinars, online and phone behavior support provided by experts to help children implement the system. These elements together creates a continuum of care.
Click on the video to start.

PSYCHOMOTOR DOMAIN
Psychomotor

Domain: Its focus is on physical and kinesthetic skills. This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill (Psychomotor Domain Taxonomy, n.d.). Psychomotor learning is demonstrated by physical skills: Coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instrumental tools, or actions which evidence motor skills. (Learning Taxonomy revised by Elizabeth Simpsons Psychomotor Domain, 1972). (Holden) Domain levels include:

Perception Ability to recognize sensory causes to guide physical activity. Set Willingness to act; ability to show knowledge and awareness of the behaviors needed to perform a skill.
Guide response Ability to perform a complex skill: beginning stage Mechanism Ability to perform a complex skill: intermediate stage Complex overt response- Ability to perform a complex skill: correctly and without hesitation: advance stage Adaptation Ability to modify and adjust a skill in a new context, Origination Ability to create something original or to modify and existing skill with a new skill. (Brown &
Green, 2006)

Cooking in the classroom is an example of the Psychomotor Domain

Uploaded by TheGrainchain on Aug 12, 2011. Top tips from Fiona and John to make cooking with children in the classroom safe and successful. Accompanying lesson plans, classroom activities and recipes are available to download from www.grainchain.com

Click on video to start.

Conclusion
First we discussed what Learning Means. Second, we discussed and did an overview of the three Approaches to Learning. Third, we discussed and did an overviewed the three Learning Domains. Definition of Learning:
acquiring of knowledge:

acquired knowledge: psychology change in knowledge:

(Encarta World English Dictionary[North American Edition] 2009)

Three Approaches to Learning:

Cognitivism Constructivism Behaviorism

Blooms major areas of learning and thinking and classified them into three large groups called the domains of learning:
Cognitive (thinking)

Affective (feeling) Psychomotor (doing)

REFERENCES
Armstrong, T. Dr., (2011). Multiple Intelligences by Dr. Thomas Armstrong. Retrieved from:
http://www.thomasarmstrong.com/multiple_intelligences.php. Birmingham Grid for Learning-Multiple Intelligences (Secondary) 2011. BGFL Multiple Intelligences. Retrieved from: bgfl.org/bgfl/custom/resource_ftp/client_ftp/ks3/ict/multiple_int/what.cfm Bloom, Benjamin S. et al. (1956). Taxonomy of Educational Objectives, Book I: Cognitive Domain. New York: Longman. Brown, A., & Green, T. D., (2006). The Essentials of Instructional Design. Second Edition, Pearson. Carton, 2011. Introduction to Blooms Taxonomy on YouTube.com. Retrieved from: http://www.youtube.com/watch?v=58Vvx-4FOAk. Holden, J. T; Ed.D. A GUIDE TO DEVELOPING COGNITIVE LEARNING OBJECTIVES. (Mager, 1999)

Merriam-Webster Learners Dictionary, (2011). Merriam Webster, Inc. Retrieved from:

http://www.learnerdictionary.com/search/learning>learning</a>.

Module 8: Domain of Learning, (2002). National Guidelines For Educating EMS Instructors. August 2002.
Orey, M., Dr., & Jung, E. J., (2008). EDIT 6100 Introduction to Instructional Technology. Sept. 17, 2008.

YouTube.com, (2005). Retrieved Videos from: http://www.youtube.com/watch?v=La-k5-SmKWk;

http://www.youtube.com/watch?v=DWKxHPkDoNA; and http://www.youtube.com/watch?v=WcrD9ufag5s.

Rubric
Grading Unsatisfactory Criteria Content Content is (12 points-80%) incomplete or omits some requirements stated in the assignments criteria. The central theme/purpose of the paper is not clear. Needs Improvement Content is not comprehensive and/or persuasive. Satisfactory Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Points Earned 12

No outside sources were used to support major points.

The central The central theme/purpose is theme/purpose of addressed, but is the paper is clear. not well supported by outside sources. Research The paper materials are only includes a inside sources or summary and are inadequate in analysis of either relevance, research